أثر تدريب معلمي الرياضيات على استخدام نموذج مقترح في التعلم الفعال في اكتسابهم بعض مهارات التدريس و على تحصيل و اتجاهات طلابهم نحو الرياضيات

Abstract EN

The objective of this study is to investigate the effect of training mathematics teachers on using a proposed Active Learning Model in acquiring some of the instruction skills and the achievement and attitudes of their students in mathematics.

In order to achieve this objective, the experimental methodology was used, where the study was applied on two samples: A sample of )10( male mathematics teachers were randomly selected from the governmental schools in Tafila Education Directorate who trained on using the proposed model; their pre and post performances were measured by a scale of effective instruction skills performance.

The second sample was made up of seventh basic grade students )n=221( who were taught by the proposed model, and then a mathematical achievement and attitude towards mathematics were measured before and after applying the proposed model.

In order to test the hypothesis of the study, )T-test( for the correlated groups was used.

The findings of the study were as follows: 1- There were statistically significant differences at the level of )α< 0.05( between the means of the mathematics teacher’s performance on the active instruction skills performance measure before and after being used the proposed model in favor of the post application.

2- There were statistically significant differences at the level of )α <0.05( between the means of the performance of the fifth elementary grade students )study sample( in the pre and post performances on the scale of attitude towards mathematics in favor of the post application.

3.

There were statistically significant differences at the level of )α < 0.05( between the averages of the performance of the seventh basic grade students )study sample( in the pre and post performances of the achievement test in favor of the post application.

In the light of the findings, the study recommended that more emphasis on instructional practices should be taken into account, and further studies on this issue should be conducted using other variables such as motivation, mathematical thinking, critical thinking etc